Dutch School Limits Parental Access to Grades to Reduce Student Stress

In an invative move aimed at alleviating student stress, a secondary school in Nerlands has restricted parental access to students’ grades on a widely used app. Jordan-Montessori Lyceum Utrecht introduced a month-long suspension on grade sharing, garnering support from 95% of parents. school’s parents' council has even advocated for extending pause to 10 weeks.

initiative seeks to balance parental involvement with student automy, a decision that has sparked debate on best approach to supporting students’ well-being. A recent study by Stijn Uittenbogaard, an ecomics teacher at school, underscored issue, revealing that students whose parents frequently checked app reported higher stress levels, averaging 2.7 out of five. In contrast, those with less monitored grades rated ir stress around two. “Constant parental monitoring amplified pressure on students to perform,” Uittenbogaard explained, adding that students often felt burdened by expectation to constantly excel.

Uittenbogaard observed that today’s instant tification system, which alerts parents of every grade, contrasts sharply with his own school experience, where students had more automy in discussing ir progress with parents. This continuous oversight has led to immediate discussions at home, creating additional pressure for students.

Impact on Life Skills Development

Rector Geert Looyschelder supported Uittenbogaard’s findings, suggesting that intense focus on grades may hinder students’ development of essential life skills, such as empathy, resilience, and flexibility. " fact that parents are looking over students' shoulders only causes stress," he stated. Looyschelder emphasized that Dutch education system encours students to learn from mistakes, a process he believes is impeded by excessive parental involvement.

Positive Response to Pilot Programme

Lobke Vlaming, director of a national parents' association, ted a generally positive reception to grade-sharing suspension. She highlighted ongoing concerns about academic pressure and student privacy, ackwledging program as a potential step toward respecting students' boundaries. Vlaming emphasized that communication between parents and school remains essential, especially when students are facing challenges.

As global conversations around student well-being and parental involvement in education evolve, Dutch pilot programme may serve as a model, prompting or schools to explore similar measures to foster a supportive environment for students.